Diploma of Higher Education

Diploma of Higher Education

JCU Inherent Requirements for Diploma of Higher Education (113121)

Persons wishing to enrol in the Diploma of Higher Education should read these requirements in conjunction with the course handbook. The Diploma has a number of streams of study and, depending on individual study plans, subjects will vary. Options may be discussed with Pathways staff by contacting pathways@jcu.edu.au.

Students should carefully consider the inherent requirements statement below as a guide to their learning during the course, and as a way to identify early possible challenges they may have in meeting these requirements. 

Prospective students who remain interested or engaged in the course should discuss their concerns with Pathways staff (contact pathways@jcu.edu.au) as soon as possible. If the challenges are related to a disability or health condition, students should contact AccessAbility Services to discuss possible strategies and reasonable adjustments.

If the inherent requirements cannot be met with reasonable adjustments, JCU staff may provide guidance regarding other study options.

Reasonable adjustments

Reasonable adjustments must:

  • Be consistent with legislative and regulatory requirements, and not compromise codes, guidelines and policies
  • Not result in unethical or unprofessional behaviour
  • Address the need to perform the full range of tasks involved in the course program, including undertaking learning activities in mixed gender environments, which reflect the Australian context, and
  • Ensure that performance is consistent and sustained over a given period.

Ethical and professional behaviour

Inherent Requirement

Students are governed by policies, procedures and guidelines and must be accountable and responsible for ensuring appropriate behaviour in all contexts.

Rationale

Compliance with the codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people they engage with. This ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk.

Examples

  • Comply with academic and non-academic conduct codes, guidelines and policies
  • Engage in respectful communications with students and staff

Cognition

Knowledge and cognitive skills

Inherent Requirement

Students must possess the necessary knowledge and cognitive skills to acquire and communicate effectively in an academic context. 

Student demonstrate:

  • Capacity to locate appropriate and relevant information
  • Ability to process information
  • Ability to integrate and implement knowledge

Rationale

The Diploma of Higher Education is based on knowledge that must be sourced, understood and applied appropriately.

Examples

  • Ability to conceptualise and use appropriate knowledge in response to academic assessment item
  • Create an academic essay of up to 2,000 words

Literacy

Inherent Requirement

Students must possess sufficient literacy skills required for academic study.

Rationale

The ability to acquire information and to accurately convey messages is fundamental to Diploma of Higher Education studies. Further, the ability to read, decode, interpret and comprehend multiple sources of information is fundamental to the Diploma of Higher Education.

Examples

  • Engage with an online learning management system to access resources, complete assessment, etc.
  • Convey a spoken message accurately and effectively
  • Paraphrase, summarise and reference in accordance with appropriate academic conventions

Numeracy

Inherent Requirement

Student interprets and correctly applies basic numerical concepts in a range of contexts.

Rationale

Competent reasoning and reliable accuracy with numerical concepts are essential for academic research.

Examples

  • Apply numeracy skills to interpret and solve problems in a range of academic contexts
  • Demonstrate competency in applying basic mathematics knowledge and skills in everyday life and in academic tasks
  • Demonstrate effective use of numeracy skills in matters related to their own learning

Communication

Verbal communication

Inherent Requirement

Effective and efficient verbal communication, in English, is an essential requirement for academic work.

Rationale

  • Interactivity of communication is fundamental to the educational process
  • Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders
  • Timely, accurate and effective delivery of information provides clear instruction and initiation of learning and understanding

Examples

  • Communicate in English effectively and appropriately in tutorials, lectures and workshops
  • Conduct an oral presentation for a group

Non-verbal communication

Inherent Requirement

Non-verbal communication skills that enable respectful communication with others.

Rationale

The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour is needed to work in a diverse academic environment.

Examples

  • Recognise and interpret the response of others in a group scenario to ensure a harmonious working environment.

Written communication

Inherent Requirement

Students must be able to acquire, understand, apply and convey information in a written or print format.

Rationale

Construction of written text based assessment tasks to reflect the required academic standards are necessary to convey knowledge and understanding of relevant subject matter for academic practice.

Examples

  • Construct an essay to reflect academic standards
  • Construct a scientific report to reflect academic standards

Behavioural adaptability

Inherent Requirement

Student demonstrates behavioural stability to work constructively in a diverse and changing academic environment.

Rationale

Behavioural stability is required to work individually and in groups in changing academic environments. Students undertaking language courses and/ or subjects will be required to have behavioural stability to manage their academic responsibilities objectively

Examples

  • Being receptive and responding appropriately to constructive feedback
  • Maintaining effective working relationships with other students, i.e. participating in group tasks, online discussions, etc.